Navegando por Assunto "Teaching History"

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Ensino e aprendizagem de História baseada em problemas: Estudo de Caso em uma turma de 9º ano da EMEIF Monte Horebe, no Município do Acará-PA
(Universidade Federal do Pará, 2025-03-14) SOUZA, Luiz Humberto de Oliveira; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
This study investigates the use of active teaching methodologies in History classes at the Monte Horebe School, located in the municipality of Acará-Pa, based on a central concern: the traditionalist teaching approach adopted at the institution. The problem identified was the teaching practice of the History curriculum component, which is characterized by the passive transmission of content, with an emphasis on the memorization of historical facts, with no practical significance for the student's life, a practice dubbed by educator Paulo Freire as “banking education”. To address this problem, the study was carried out using qualitative research, with a focus on a case study carried out with students in the 9th year of primary school at the aforementioned school, using the methodology of participant-action research. Ethnographic elements were used, such as field observations, interviews and research diary notes. The educational product of this investigation was a workshop-class based on Problem-Based Learning (PBL), with the aim of transforming the school's pedagogical practice and overcoming the traditional model of teaching History that is still in force.
Acesso aberto (Open Access)
Ensino para diferentes sujeitos: o acesso de alunos surdos às aulas de História
(Universidade Federal do Pará, 2018-08-07) PADOVANI NETTO, Ernesto; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work is developed by the reflection over the History teaching for deaf people, which are not contemplated by the oral exposition method, frequently used by History teachers as a school subject. Aiming to an educational sistem based on bilingualism: Brazilian Sign Language (LSB) and Portuguese Language in written form, and in visual pedagogy, we present methodologies of History teaching that can assure to deaf students the necessary tools to achieve the school contents properly. Within the debates presented here, we emphasize the deaf individual as someone who, from a historical conscience, started to claim for conquests of his own rights in the most varied sectors of society, highlighting the advances in educational area. In addition, we propose listen to the deaf students‟ parents, deaf registered schools‟ principals, listeners teachers which attend to deaf students in regular school system, and especially "listen" to the deaf students themselves, highlighting their experiences in the context of the so-called inclusive school, specifically at Luiz Nunes Direito middle and high school, a regular unit considered a reference in the inclusion of students of so-called inclusive education in the neighborhood of Coqueiro, in the city of Ananindeua-Pará, so that we have a broad reading of the issues that involve the historical learning of deaf individuals. In this way it was possible to make a diagnosis about the students' experiences in History classes, as well as indicate methodological strategies in order to enhance the learning of deaf students in relation to History. As a product of the dissertation, we have built a channel on You Tube and a page on Facebook called History in Libras, where we provide video lessons of History in Sign Language.
Acesso aberto (Open Access)
Projeto cartografia da cultura afro-brasileira da EAUFPA: uma didática da História em interface com a pedagogia decolonial
(Universidade Federal do Pará, 2018-08-07) BRIOSO, Antônia Maria Rodrigues; CHARLET, Eliane Cristina Soares; http://lattes.cnpq.br/6000275052016633
The dissertation work describes and analyzes the didactic teaching and the decolonial pedagogy developed in the Cartography Project of Afro-Brazilian Culture that has been developed since 2012 at the School of Application of the Federal University of Pará (EA-UFPA). The project under study, made by me, is a didactic of History anchored epistemologically in the ideas of Decoloniality. It was observed that over the years, the project was based on four pillars: interdisciplinarity, multiculturality / interculturality, subordinate-curriculum and playfulness. As a didactics of history, it took on the face of a pedagogy of insurgent practices, for it brought to the curriculum of history and to the other scholarly knowledge involved in the project, the culture of the subaltern segments of Brazilian society produced in contexts of assimilation, struggle, marginalization and resistance. The project was theoretically reflected in the debates in the disciplines in the first group of the Professional Masters of History Teaching, marking this the Rüsenian didactics in epistemological interaction with the Decolonizing conception. Cartography is the educational product that we present as a result of the master's thesis that seeks to make the dialogue between epistemology and praxis.